Train the Trainer Course book - Cochrane Public Health Group

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Critical Appraisal Skills Programme (CASP) making sense of evidence 10 questions to help you make sense of reviews How to use this appraisal tool Three broad issues need to be considered when appraising the report of a systematic review: Is the study valid? What are the results? Will the results help locally? The 10 questions on the following pages are designed to help you think about these issues systematically. The first two questions are screening questions and can be answered quickly. If the answer to both is “yes”, it is worth proceeding with the remaining questions. You are asked to record a “yes”, “no” or “can’t tell” to most of the questions. A number of italicised prompts are given after each question. These are designed to remind you why the question is important. Record your reasons for your answers in the spaces provided. The 10 questions are adapted from Oxman AD, Cook DJ, Guyatt GH, Users’ guides to the medical literature. VI. How to use an overview. JAMA 1994; 272 (17): 1367-1371 © Milton Keynes Primary Care Trust 2002. All rights reserved. 134
Screening Questions 1 Did the review ask a clearly-focused question? Yes Can’t tell No Consider if the question is ‘focused’ in terms of: – the population studied – the intervention given or exposure – the outcomes considered 2 Did the review include the right type of study? Yes Can’t tell No Consider if the included studies: – address the review’s question – have an appropriate study design Is it worth continuing? Detailed questions ………………………………………………………………………………………………………… 3 Did the reviewers try to identify all Yes Can’t tell No the relevant studies? Consider: – which bibliographic databases were used – if there was follow-up from reference lists – if there was personal contact with experts – if the reviewers searched for unpublished studies – if the reviewers searched for non-English language studies ………………………………………………………………………………………………………… 4 Did the reviewers assess the quality of Yes Can’t tell No the included studies? Consider: – if a clear, pre-determined strategy was used to determine which studies were included. Look for: – a scoring system – more than one assessor ………………………………………………………………………………………………………… 5 If the results of the studies have been combined, Yes Can’t tell No was it reasonable to do so? Consider whether: – the results of each study are clearly displayed – the results were similar from study to study (look for tests of heterogeneity ) – the reasons for any variations in results are discussed ………………………………………………………………………………………………………… 135
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TRAIN-THE-TRAINER HANDBOOOK Two-day
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Contents Introduction .............
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Additional reading: Textbooks: Oliv
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2) ONCE REGISTRATIONS HAVE BEEN REC
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OUTLINE OF TWO-DAY WORKSHOP 9:00am
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Unit One: Background to Systematic
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Reviews of clinical interventions v
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FACILITATOR’S GUIDE Time required
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Unit Two: International Systematic
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Unit Three: Resources Required Lear
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Formulate review question Establish
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Unit Four: Developing a Protocol Le
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Establish an Advisory Group whose m
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Unit Five: Asking an Answerable Que
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To investigate both the implementat
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Process evaluations: these studies
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REFERENCES 1. Oliver S. 1997. Explo
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FACILATOR’S GUIDE Time required:
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Unit Six: Finding The Evidence Lear
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CA38392 (NCI) Language English Entr
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Where to locate studies a) Electron
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ADDITIONAL READING Harden A, Peersm
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45. "Diet-Fat-Restricted"/ all subh
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Brunton G, Harden A, Rees R, Kavana
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1. Start with the primary concept,
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5. Because adolescent has no narrow
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12. Complete searches 8-12 and 13-2
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Unit Seven: Data Abstraction Learni
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Introduction of bias into the condu
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population on gender, age, or educa
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5) Data collection methods As highl
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These data provide important inform
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11. Green J, Tones K. Towards a sec
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QUALITY ASSESSMENT TOOL FOR QUANTIT
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G) ANALYSIS (Q1) Is there a sample
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Page 104 and 105: RATE THIS SECTION Strong Moderate W
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Page 108 and 109: Pope C, Mays N. Qualitative Researc
Page 110 and 111: Screening Questions 1 Was there a c
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Page 116 and 117: A Checklist for Evaluating Evidence
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Page 120 and 121: Where studies are more homogenous,
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Page 126 and 127: esulting from some community interv
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Page 130 and 131: Economic efficiency Harms Economic
Page 132 and 133: 9. Swerrissen H, Crisp BR. The sust
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Page 142 and 143: 2 points out of the possible 4 poin
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Train the Trainer Course book - Cochrane Public Health Group

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